1. An Overview Grades 3-5

2.  3 rd - By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.  4 th - By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.  5 th - By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.  What questions arise when you read these standards?

3.  How do we blend a guided reading program (based on instructional and independent levels) with exposure to increasingly complex texts?  What about students who cannot read this level of texts?

4.  Count off by 2’s. Read the text identified for your group. As you read, think about the following questions: “What is the author saying that resonates with your current belief system? What is the author saying that is creating discord with your current belief system? What are the implications for us at GES?”  GROUP 1 Text Complexity- Raising Rigor in Reading (Fisher, Frey and Lapp) pgs. 7-8  GROUP 2 Literacy Implementation Guidance for the ELA Common Core State Standards- Use of Challenging Text (International Reading Association)

5.  Group 1- Gather in a circle with Group 2 seated in the center.  Every member of Group 1 responds to the open-ended questions provided. Group 2 listens and takes notes.  After the initial responses, Group 2 can ask questions and/or join the conversation. Group 1 can also freely respond and/or discuss.  Repeat the process with Group 2 in a circle with Group 1 seated in the center.

6.  Continue using instructional and independent level texts to help students move up the ladder of text complexity AND  Provide experiences with texts of various levels and genre  Increase the level of scaffolding and support provided as text complexity increases  Use as many cross-curricular opportunities as possible OR  Expeditionary Learning

7.  Some teachers leave an empty seat in the fishbowl for an outside participant who wants to speak. He or she should move to the vacant seat and join the discussion until someone else from outside the circle wants to join. That person then taps the first person on the shoulder, and they quietly switch places.

8.  UP NEXT: Tackling Text Complexity: Close Reading Strategy